The effect of using cooperative learning technique in Scratch program teaching on students' academic achievement and self-efficacy

The aim of this research is to examine the effect of using co-learning technique on students' academic achievement and self-efficacy for Scratch program in the teaching of Scratch and programming unit in DYK (Support and Training Course) program opened within the scope of Information Technologies and Software course. In addition to the main purpose of the study, the differences between the academic achievement and self-efficacy levels of the male and female students of the experimental group in which the co-learning program was applied and the control group students in which the traditional education program was applied were included in the research.The study was designed according to the experimental research model and it was aimed to teach programming with Scratch by using cooperative learning methods in the experimental group and traditional teacher-centered teaching method in the control group.The research was carried out with a total of 56 students , of which 28 were in the experimental group and 28 were in the control group in the 6th grade of Bey- Koop Ali Çebi Secondary School in Esenyurt district of Istanbul province in the second semester of 2018-2019 academic year. At the end of the application self-efficacy scale and academic achievement test related to Scratch program were applied to the students in the experimental and control groups.The collected data were analyzed with IBM SPSS 22.0 program. As a result of the study, it was concluded that the co-learning technique had a positive effect on students' perception of self-efficacy and academic achievement related to Scratch-program. However, it was concluded that there was no significant gender difference between self-efficacy perception and academic achievement score of the students in both experimental and control groups. In addition, it was found that there was a positive relationship between self-efficacy perception and academic achievement score for Scratch program.More specifically, the academic achievement of students in the experimental group increases as the perception of self-efficacy towards Scratch program increase or the academic achievement decreases as the perception of self-efficacy towards the Scratch program decreases.